The SIOP Model: Transforming the Experiences of College Professors. Part I. Lesson Planning, Building Background, and Comprehensible Input

• Published in: GIST Education and Learning Research Journal Vol. 4; no. 1; pp. 78 - 93
• Main Author: Salcedo, Diana M
• Format: Journal Article
• Language: English
• Published: Institucion Universitaria Columbo Americana UNCA 01.11.2010; Única: Institución Universitaria Colombo Americana
• Subjects: actividades significativas; aprendiz de inglés como segunda lengua (ESLLs); Bilingual Education; Bilingual Teachers; Classroom Observation Techniques; College Faculty; Colombia; Colombia (Bogota); Colombian National Education Department; content subject; Course Content; English (Second Language); English as a Second Language Instruction; English as a Second Language Teaching Methods; English second language learners (ESLLs); Foreign Countries; Higher Education; Lesson Plans; Linguistic Input; Linguistic Theory; materia de contenido; materiales suplementarios; meaningful activities; Ministerio de Educación Nacional de Colombia; protocolo de observación de la instrucción protegida (SIOP); Second Language Instruction; Second Language Teachers; sheltered instruction observation protocol (SIOP); supplementary materials (SMs); Teacher Education; Teaching Experience; Teaching Methods; Colombia (Bogota)
• ISSN: 1692-5777; 2248-8391

This article, the first of two, presents the introduction, context, and analysis of professor experiences in an on-going research project for implementing a new educational model in a bilingual teacher's college in Bogota, Colombia. The model, the sheltered instruction observation protocol (SIOP) promotes eight components for a bilingual education program. These components will be analyzed to discern what educators found to be easy or challenging in their classroom teaching practice. Adapted from the source document